Why race and culture matter in schools : closing the achievement gap in America's classrooms

著者

    • Howard, Tyrone C.
    • Gay, Geneva

書誌事項

Why race and culture matter in schools : closing the achievement gap in America's classrooms

Tyrone C. Howard ; foreword by Geneva Gay

（Multicultural education series / series editor, James A. Banks）

Teachers College Press, c2020

2nd ed.

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注記

Includes bibliographical references (p. 145-169) and index

内容説明・目次

内容説明

Issues tied to race and culture continue to be a part of the landscape of America's schools and classrooms. Given the rapid demographic transformation in the nation's states, cities, counties, and schools, it is essential that all school personnel acquire the necessary knowledge, skills, and dispositions to talk, teach, and think across racial and cultural differences. The second edition of Howard's bestseller has been updated to take a deeper look at how schools must be prepared to respond to disparate outcomes among students of color. Tyrone Howard draws on theoretical constructs tied to race and racism, culture and opportunity gaps to address pressing issues stemming from the chronic inequalities that remain prevalent in many schools across the country. This time-honored text will help educators at all levels respond with greater conviction and clarity on how to create more equitable, inclusive, and democratic schools as sites for teaching and learning. The New Edition: Addresses changing ethnic and racial demographics in U.S. schools and communities. Identifies core gaps in academic outcomes across racial and ethnic lines. Addresses potential root causes of academic disparities. Offers recommendations for addressing disparities in outcomes. Provides in-depth analysis on the salience of race and racism in U.S. schools. Includes strategies to help school leaders create more equitable schools. Identifies innovative programs with evidence-based results on eliminating disparities.

目次

Series Foreword James A. Banks Foreword Geneva Gay Acknowledgments Introduction Socioeconomic Status and School Performance Outline of the Book Moving Away from the Black-White Dichotomy 1. Educational outcome disparities: Contextualizing the Problem Documenting the ducational outcome disparities Documenting the Discrepancies Retention, Suspensions, and Expulsions School Drop-Out and Graduation Rates Access to Gifted and AP Courses SAT Scores Explaining the Gaps Future Considerations 2. Changing Demographics A Changing Nation Demographic Shifts by Geographic Region and Age U.S. Schools and Changing Demographics Are Teachers Being Prepared to Teach in Diverse Settings? Multicultural Education for School Reform The Role of Social Class 3. Culture Culture, Race, and Ethnicity The Complexity of Culture Sociocultural Theory Cultural Modeling Cultural Repertoires of Practice Normalizing Culture in Everyday Practice 4. Culturally Responsive Pedagogy Seeking Clarity in Culture and Pedagogy Empirical and Conceptual Work on Culturally Responsive Pedagogy The Importance of Pedagogy Programs with Culturally Responsive Teaching 5. The Role of Race in Learning Interrogating Race Race and Education in the United States Critical Race Theory: A Framework for Examining Race and Achievement Empirical Works Examining Race Granting Voice to Those Who Rarely Are Heard Internalized Racism: Educators of Color and Acts of Exclusion Racial Frames of Reference 6. Developing Cultural Competence and Racial Awareness in Classroom Teachers Cultural Competence Critical Self-Reflection on Race and Culture Race, Culture, and the Adaptive Unconsciousness Racial Awareness A Case Study of Critical Reflecting: Teaching Teachers to Reflect on Race Final Considerations 7. Examples of School Success for Culturally Diverse Students Stories of School Success Visionary Leadership Effective Instructional Practices Intensive Academic Intervention Explicit Acknowledgment of Race Parental and Community Engagement Final Thoughts References Index About the Author

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